What's a teacherpreneur?

Teacherpreneurs continue to teach while having the time, space, and incentives to incubate and execute big pedagogical and policy ideas that improve public schools. These classroom experts devote time to both teaching students and leading innovations in practice or policy. Their reach extends past their classrooms, benefiting students throughout their schools, districts, and beyond. How are they paid? Glad you asked.

At CTQ, we find tremendous potential in teacherpreneur roles that allow teachers to continue working with students even as they advocate for and implement big changes in policy and practice.

Why? Teacherpreneurs bridge two worlds when they both teach and lead. They appear poised and polished in a conference room or district office, but make no mistake: students' voices ring in their ears, students' faces are fresh in their minds, and their colleagues' struggles are close at hand.

These teachers are invested, informed, and eager to contribute to solutions—without leaving behind the students and profession they love. And that's where we see the promise and the power of the concept. To quote Renee Moore, teachers should never be "afraid to get paid"—and we are looking forward to the day when the highest-paid anybody in a school system is a practicing teacher. But for the time being, can't we at least create roles that allow teachers to lead without leaving?

CTQ, a small nonprofit, has been partnering with districts to "buy out" half of teachers' time to meet our organizational needs—and we've reaped substantial benefits. Several CTQ teacherpreneurs have worked to ensure that teachers have some say in the design and roll-out of new evaluation systems. Others have focused on pragmatic innovations like Common Core implementation, global education, and school redesign. We have a committed, talented full-time staff, but adding teacherpreneurs to our team has boosted the impact, quality, and relevance of our work.

How do students benefit?

This is the most important question of all: the one that drives the teacherpreneur concept.

American policymakers have typically focused on two strategies for improving the quality of teaching: 1) hiring teachers assumed to be "brighter" and 2) firing teachers assumed to be "bad."

We've ignored a rich resource: hundreds of thousands of committed, talented teachers already at work in our schools. Year after year, we funnel teaching talent along two paths: classroom teaching or (for those who seek improved compensation or "career advancement") full-time administrative roles.

What if an expert teacher could spend part of her time teaching the fortunate students assigned to her—and part of it introducing successful strategies to other teachers? Her impact would extend past the walls of her classroom and school, just as it would if she spent part of her day teaching and part advising policymakers to make changes that would better serve kids. Meanwhile, she'd be less likely to abandon the classroom for full-time administration or a career outside of teaching.

Imagine a school system rich with teacherpreneur roles. A student there could benefit from...

Who pays the teacherpreneur?

Some teacherpreneur positions may be wholly district-funded. Others may be co-sponsored with partners:

Other school districts

State or federal department(s) of education

Nonprofit organizations

Chambers of commerce

Businesses

Individual, corporate, or foundation donors

Other local, state, or federal government agencies

CTQ, a small nonprofit, has been partnering with districts to "buy out" half of teachers' time to meet our organizational needs—and we've reaped substantial benefits. Several CTQ teacherpreneurs have worked to ensure that teachers have some say in the design and roll-out of new evaluation systems. Others have focused on pragmatic innovations like Common Core implementation, global education, and school redesign. We have a committed, talented full-time staff, but adding teacherpreneurs to our team has boosted the impact, quality, and relevance of CTQ's work.

I'm not a teacher. How can I get involved?

Thanks for asking! Here are just a few ideas:

Administrators can encourage teachers to take on leadership roles within and outside of your school. What if you sponsored a Teacherpreneurs study group for teacher leaders? Best possible outcome: Your school and faculty become known as innovators—and your students benefit from the increased fervor for the profession.

District leaders can support formal teacherpreneur roles or partner with others to do so. Tasked with a new evaluation system? Inquire about whether teachers can play a role as peer evaluators or mentors paid with district funds. Staring down Common Core implementation? Consider creative funding arrangements that position expert teachers as guides in implementing the Core.

Policymakers can help craft legislation that creates and supports teacherpreneur roles.

Parents and engaged citizens can donate copies of the book to local schools and school leaders and start conversations and book clubs to discuss ideas.

And anyone who values teacher leadership is welcome to join our online community, the CTQ Collaboratory. There, community members learn from and with teachers leaders, and discuss ways to better support teacherpreneurs and increase their reach.

What are people saying about Teacherpreneurs?

“Every person who is involved in education should read Teacherpreneurs. People involved in education outside the classroom should read it twice.”—Anthony J. Mullen, 2009 National Teacher of the Year

“It is at times poignant, in realistically considering this sacred profession's past and present. But, it is also genuinely powerful, personal—and, most importantly, relentlessly hopeful.”—Jason Glass, Superintendent, Eagle County Schools, Colorado

“Hillsborough County Public Schools believes that teacherpreneurs are essential elements of a successful career ladder plan. Empowering our most effective teachers to take on broader roles should be a goal of every district seeking reform.”—MaryEllen Elia, Superintendent, Hillsborough County Public Schools, Florida

“Filled with rich narratives and research, this book is a must read for teachers, administrators, and researchers, as well as education policy leaders who must invest in teaching to build the profession-wide expertise that our students need and deserve.”—Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University

“By acknowledging that the teacher is the key element in authentic school improvement, Teacherpreneurs offers a roadmap for much-needed change.”—Dennis Van Roekel, President, National Education Association

“I like this book because it says less about shortcomings of teachers or teaching and more about solutions that innovative teachers offer to make teaching one of the noble professions.”—Pasi Sahlberg, Director General, Centre for International Mobility and Cooperation, Finland

“The real-life stories of Teacherpreneurs show us the power of this hybrid model. What better way to support peers and navigate the challenges confronting public schools and our students.”—Randi Weingarten, President, American Federation of Teachers

“This book celebrates and illuminates the direction of travel we must take....It articulates and demonstrates a roadmap and will motivate many more to take this journey.”—Tony Mackay, CEO, Centre for Strategic Education and Co-Director, Global Education Leaders Program (Australia)

“We should be grateful to Barnett Berry, Ann Byrd, and Alan Wieder for introducing us to these ‘teacherpreneurs,' whose stories are featured and whose work will move you. These gifted individuals clearly have the ability to inspire, encourage, motivate, influence, and educate other teachers.”—Anthony S. Bryk, President, Carnegie Foundation for the Advancement of Teaching

“Teacherpreneurs presents a vision of a career in which effective teachers shape the policies that determine the classroom environment in which they and their colleagues teach.”—Arthur E. Wise, President Emeritus, National Council for Accreditation of Teacher Education and Chair, CTQ’s Board of Directors

Sunday, the DAPL project was dealt a blow when the Army Corps of Engineers did not grant the easement necessary to allow the pipeline to continue across sacred grounds. That's a wonderful start, and got me thinking about teacher leadership and the lessons that could be learned.